1 / 69

Unit 2 – Visual and Performing Arts: Getting Ready wested/facultyinitiative/ 1

Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 1. Visual and Performing Arts. The visual and performing arts domain in the California Preschool Curriculum Framework, Volume 2 is:

slabrie
Download Presentation

Unit 2 – Visual and Performing Arts: Getting Ready wested/facultyinitiative/ 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 1

  2. Visual and Performing Arts The visual and performing arts domain in the California Preschool Curriculum Framework, Volume 2 is: • A companion to the same domain in the California Preschool Learning Foundations, Volume 2. • A guide for teachers in planning curriculum in visual and performing arts. • Organized with the same strands and substrands as the foundations. Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 2

  3. Visual and Performing Arts The four disciplines defined, include: • Visual Art: Products and processes of expression that use particular tools to create marks, colors, textures, and shapes of visual art. • Music: Sounds selected and organized for expressive purposes; these sounds have pitch, tempo, rhythm, and tone. (pages 28-31) California Preschool Learning Foundations, Volume 2 Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 3

  4. Visual and Performing Arts • Drama: A participatory experience in which two or more children pretend to be someone else or someplace else. Drama, in the preschool classroom, is an experiential, play-based learning medium. Whereas theater is performance-oriented, drama is process-oriented and improvisational in nature. • Dance: Movement selected and organized for aesthetic purposes or as a medium of expression, rather than for its function as work or play. (pages 28-31) California Preschool Learning Foundations, Volume 2 Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 4

  5. Visual and Performing Arts Strands - Visual Art, Music, and Dance Substrand 1.0 Notice, Respond, and Engage Substrand 2.0 Develop Skills Substrand 3.0 Create, Invent, and Express Strand - Drama Substrand 1.0 Notice, Respond, and Engage Substrand 2.0 Develop Skills to Create, Invent, and Express Through Drama (pages 48-49) California Preschool Curriculum Framework, Volume 2 Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 5

  6. Visual and Performing Arts The visual and performing arts domain in the California Preschool Curriculum Framework, Volume 2 contains: • Guiding principles • Suggestions for environments and materials • Vignettes • Teachable moments • Interactions and strategies • Strategies for engaging families • Research highlights • Questions for reflection Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 6

  7. Visual and Performing Arts • Drawing • Painting • Sculpting • Singing solo • Singing in a group • Playing an instrument • Dancing • Pretend play • Chalk • Paints • Crayons or markers • Play dough or clay • Collage • Glue or paste • Costumes and props • Performance or play • Art show • Art/music/dance lessons Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 7

  8. Visual and Performing Arts • Which words or phrases appeared frequently? Which ones were unusual? • Which words or phrases resonated with you? Why? • Was there an adult who particularly encouraged you in the visual arts? Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 8

  9. Visual and Performing Arts • What childhood memories of drawing or painting, singing, playing musical instruments, dancing, and engaging in pretend play or drama did these words evoke for you? What feelings were elicited? • How might you use these memories and feelings when planning curriculum in the visual and performing arts for young children? Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 9

  10. Visual and Performing Arts • What are stands out for you from everyone’s word associations and the discussion? • What surprised you? • What are some key points or themes that emerged from these discussions? • Why is it helpful to think about your own early experiences in the visual and performing arts as you plan curriculum in these disciplines? • What is one thing you want to remember in your curriculum planning? Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 10

  11. What part of this class stood out most for you today? • Which ideas or concepts from today’s work reinforced what you have already learned or experienced? • Which ones gave you a new perspective or insight? Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 11

  12. How might you apply a new idea or perspective to your work now or in the future? • What information or support do you need to do this? • What is a first step you could take to locate this support or information? What steps could you take to start applying the new idea or perspective? Unit 2 – Visual and Performing Arts: Getting Ready http://www.wested.org/facultyinitiative/ 12

  13. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 1

  14. Visual and Performing Arts The four disciplines defined, include: • Visual Art: Products and processes of expression that use particular tools to create marks, colors, textures, and shapes of visual art. • Music: Sounds selected and organized for expressive purposes; these sounds have pitch, tempo, rhythm, and tone. (pages 28-31) California Preschool Learning Foundations, Volume 2 Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 2

  15. Visual and Performing Arts • Drama: A participatory experience in which two or more children pretend to be someone else or someplace else. Drama, in the preschool classroom, is an experiential, play-based learning medium. Whereas theater is performance-oriented, drama is process-oriented and improvisational in nature. • Dance: Movement selected and organized for aesthetic purposes or as a medium of expression, rather than for its function as work or play. (pages 28-31) California Preschool Learning Foundations, Volume 2 Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 3

  16. Visual and Performing Arts Strands - Visual Art, Music, and Dance Substrand 1.0 Notice, Respond, and Engage Substrand 2.0 Develop Skills Substrand 3.0 Create, Invent, and Express Strand - Drama Substrand 1.0 Notice, Respond, and Engage Substrand 2.0 Develop Skills to Create, Invent, and Express Through Drama (pages 48-49) California Preschool Curriculum Framework, Volume 2 Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 4

  17. Visual and Performing Arts California Preschool Curriculum Framework, Volume 2 • Much of children’s development in the visual and performing arts during the preschool years occurs naturally. • Many skills unfold through children’s play and are closely intertwined with those in other areas of development. • Children follow their own interests and engage in areas where they are experiencing increasing mastery. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 5

  18. Visual and Performing Arts California Preschool Curriculum Framework, Volume 2 The role of the preschool teacher is to: • Let children experiment by providing materials and opportunities, offer advice when requested, and provide scaffolding as appropriate. • Support connections between the arts and other developmental areas • Provide opportunities for children to grow and learn in relation to other developmental areas while practicing skills in the visual and performing arts. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 6

  19. Visual and Performing Arts California Preschool Curriculum Framework, Volume 2 • Introduction to the chapter, pages 40–41 • Research highlights, pages 59, 71, 84, 94, or 102 • Glossary terms, pages 286–288 Note key points, ideas, and unfamiliar vocabulary. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 7

  20. Visual and Performing Arts • Which key points stood out for you? Which vocabulary terms? • Where was there similarity among the key points for the four disciplines? Where did you see differences? • Where were strong links to other developmental areas highlighted? • Which points do you want to keep in mind as you plan curriculum in visual art, music, drama, or dance for children? Why? Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 8

  21. Visual and Performing Arts Read “Organization of the Framework” (pages 9–11) in California Preschool Curriculum Framework, Volume 2. • Note the key structural components described for a domain chapter. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 9

  22. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 10

  23. Visual and Performing Arts • The foundations are the what: goal-like statements that describe what children typically learn and develop with optimal support.  • The curriculum framework is the how: provides guidance for how teachers can intentionally support this learning and development. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 11

  24. Visual and Performing Arts • Which components or elements of the visual and performing arts chapter caught your attention? • Which component did you want to spend more time reading about? Why? • How can these components help you become more intentional in your teaching? • How might you use this organizational guide as a reference in your work? Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 12

  25. Visual and Performing Arts Guiding Principles • The arts are inclusive of all children. • The arts are a language that is common to all. • The arts promote dispositions for learning. • Children make their own meaning. • Children are capable of creating original art in all its forms Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 13

  26. Visual and Performing Arts Guiding Principles • Children learn about human connections, beauty, and appreciation of the arts. • The child’s work is play. • Children are active learners who thrive when challenged appropriately. • Arts experiences for preschoolers are more about process than product. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 14

  27. Visual and Performing Arts Guiding Principles • The arts reinforce the integrated nature of learning. • Cultural competence is approached through art. • The arts are motivating and engaging for learners. • Art can nurture the nurturer. • The arts provide a unique means for families to interact. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 15

  28. Visual and Performing Arts • Which domain principle(s) stood out for you? • Which ones were familiar to you? Which ones were concepts that you had not considered before? • How did the examples of a principle for the four disciplines increase your understanding of the principle? • Which three domain principles will be the most important ones for you to apply in your curriculum planning? Why? Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 16

  29. As you think about the rationale, organizational structure, and guiding principles of the visual and performing arts domain, what aspects stand out for you? • What concepts or information resonated the most strongly with you? Why? • What was useful in helping you understand this overview of the domain? • How will you use the resource tools that you developed in your curriculum planning for the visual and performing arts? Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 17

  30. What part of this class session stood out most for you today? • Which ideas or concepts from today’s work reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? • How might you apply a new idea or perspective to your work now or in the future? • What information or support do you need to do this? What is a first step you could take to locate this support or information? • What steps could you take to start applying the new idea or perspective? Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 18

  31. Visual and Performing Arts Review the discussion of the developmental sequence of children’s drawing (pp. 56–57) and the list of the elements of dance for young children (p. 106). • Look for more resources on one of these topics. • Research whether there are similar developmental sequences or listing of elements for any of the four disciplines of the visual and performing arts. Unit 2 – Visual and Performing Arts: Key Topic 1 http://www.wested.org/facultyinitiative/ 19

  32. Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 1

  33. Materials for Supporting Visual and Performing Arts (pages 45-48) California Preschool Learning Foundations, Volume 2 Dance and movement • Space to move freely • Music • Costumes or items to create costumes Dramatic play and drama • Props • Books • Masks and costumes Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 2

  34. Materials for Supporting Visual and Performing Arts Visual arts • Natural materials • Art supplies (crayons, paints, paper, moldable dough, pencils) • Flat places to draw and paint Music • Instruments • Prerecorded music • Generated rhythm and sound (pages 45-48) California Preschool Learning Foundations, Volume 2 Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 3

  35. Materials for Supporting Visual and Performing Arts • Adaptive materials ensure accessibility for all children. • Include materials, props, and costumes that reflect diverse cultural backgrounds, particularly those of children in the program. Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 4

  36. Environments that Support Visual and Performing Arts Considerations include: • The suitability, accessibility, safety, amount, and variety of materials. •  The aesthetics of the early childhood environment. • Sufficient open space for movement, dance, and theater play. • Support for children’s drawing skills. Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 5

  37. Environments that Support Visual and Performing Arts • Indoor and outdoor environments for creating art. • Art that is displayed at eye level of the children. • A well-constructed environment for social and collaborative learning. Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 6

  38. Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 7

  39. As you think about the environment and materials needed to support children’s experiences in the visual and performing arts, which recommendations stood out to you? • Which ones were easier to find examples for? Which ones were more challenging? Why? Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 8

  40. Some of the suggestions for the environment and materials were described as basic. How would you ensure that these elements reflect the diversity of the children in your program and support all children—including those who are young dual language learners or have disabilities? • For which discipline do you feel more confident in setting up the environment and providing appropriate materials? How could you find support or resources for the other disciplines? Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 9

  41. What part of this class session stood out most for you today? • Which ideas or concepts from today’s work reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? • How might you apply a new idea or perspective to your work now or in the future? • What information or support do you need to do this? • What is a first step you could take to locate this support or information? What steps could you take to start applying the new idea or perspective? Unit 2 – Visual and Performing Arts: Key Topic 2 http://www.wested.org/facultyinitiative/ 10

  42. Unit 2 – Visual and Performing Arts: Key Topic 3 http://www.wested.org/facultyinitiative/ 1

  43. Visual and Performing Arts • Interactions • Strategies • Teachable Moments Unit 2 – Visual and Performing Arts: Key Topic 3 http://www.wested.org/facultyinitiative/ 2

  44. Visual and Performing Arts • What do you notice about the two groupings of interactions and strategies? • Are there some strands or substrands where there are more interactions and strategies that could apply to other strands and substrands? Which ones? Unit 2 – Visual and Performing Arts: Key Topic 3 http://www.wested.org/facultyinitiative/ 3

  45. Visual and Performing Arts • Why do you think these more general interactions and strategies were included in specific substrands? • How could you use the more general interactions and strategies from one strand/substrand when planning curriculum in another strand or substrand? Unit 2 – Visual and Performing Arts: Key Topic 3 http://www.wested.org/facultyinitiative/ 4

  46. Which interactions and strategies stood out for you? • Which ones were familiar? What were new strategies? • Which interactions or strategies might be particularly useful with children who are dual language learners? With children who have disabilities? • What are some key messages from the interactions and strategies in your substrand? • What is one thing you will take from today to use in supporting young children’s learning in the visual and performing arts? Unit 2 – Visual and Performing Arts: Key Topic 3 http://www.wested.org/facultyinitiative/ 5

  47. What part of this class session stood out most for you today? • Which ideas or concepts from today’s work reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? • How might you apply a new idea or perspective to your work now or in the future? • What information or support do you need to do this? • What is a first step you could take to locate this support or information? What steps could you take to start applying the new idea or perspective? Unit 2 – Visual and Performing Arts: Key Topic 3 http://www.wested.org/facultyinitiative/ 6

  48. Unit 2 – Visual and Performing Arts: Key Topic 4 http://www.wested.org/facultyinitiative/ 1

  49. Visual and Performing Arts Universal Design for Learning • Provides for multiple means of representation, multiple means of engagement, and multiple means of expression. (page 14) California Preschool Curriculum Framework, Volume 2 Unit 2 – Visual and Performing Arts: Key Topic 4 http://www.wested.org/facultyinitiative/ 2

  50. Visual and Performing Arts Multiple means of representation • Providing information in a variety of ways to meet the learning needs of all children Multiple means of expression • Allowing children to use alternative ways to communicate or demonstrate what they know or what they are feeling Multiple means of engagement • Offering choices in the setting or program that facilitate learning by building on children’s interests (page 14) California Preschool Curriculum Framework, Volume 2 Unit 2 – Visual and Performing Arts: Key Topic 4 http://www.wested.org/facultyinitiative/ 3

More Related